Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Adult skills (Survey of Adult Skills, PIAAC)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Teachers and teaching conditions (TALIS 2013)

Australia

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

The proportion of young Australian adults who entered academic tertiary programmes (tertiary-type A) increased by more than 40 percentage points between 2000 and 2012. On average across all OECD countries with comparable data, the increase in entry rates was only 10 percentage points during that period.

More than 4.5 million students in 2012 were enrolled in tertiary education outside their country of citizenship. International students make up 18% of Australia's total tertiary enrolment - the second largest proportion among OECD countries after that in Luxembourg and well above the OECD average proportion of 8%.

Though enrolment in pre-primary education has increased and investment per student is high, enrolment and overall investment remain below the OECD average. Just 18% of 3-year-olds in Australia are enrolled in pre-primary education, compared with 70% on average across OECD. The enrolment rate among 4-year-olds increased by more than 20 percentage points to 76% between 2005 and 2012, but this rate remains well below the OECD average of 84%.

The Australian economy has remained relatively strong throughout the economic recession. As a result, the unemployment rate among tertiary-educated 25-64 year-olds was a low 2.8% in 2013. Compared with other OECD countries, Australia also has one of the lowest unemployment rates among adults without an upper secondary, at 7.1%. By comparison, the unemployment rate among adults with the same level of education is much higher in Canada (11.1%), and almost twice as high in the United States (12.7%).

Tertiary-educated 25-64 year-olds in Australia earn 35% more, on average, than their compatriots who have completed a post-secondary non-tertiary education (the OECD average is 51% more).

The following list displays indicators for which your selected country shows the highest and lowest values among countries.
The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD
and partner countries.
Find out more about the methodology here.

Show indicators for which your country ranks among the top or bottom:
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3 years

The percentage of three-year-olds in early childhood education in Australia is one of the lowest among OECD and partner countries with available data.
(18 %, rank 34/37
) Download Indicator

4 years

The percentage of four-year-olds in early childhood and primary education in Australia is one of the lowest among OECD and partner countries with available data.
(75.5 %, rank 29/38
) Download Indicator

5-14 years

The percentage of 5-14 year-olds in education in Australia is one of the highest among OECD and partner countries with available data.
(100 %, rank 1/44
) Download Indicator

20-29 years

The percentage of 20-29 year-olds in education in Australia is one of the highest among OECD and partner countries with available data.
(34.5 %, rank 7/39
) Download Indicator

20-34 years

The percentage of 20-34 year-old students in tertiary education with parents who had not attained upper secondary education is one of the highest among OECD and partner countries.
(16.3 %, rank 3/20
) Download Indicator

The percentage of 20-34 year-old students in tertiary education whose parents also have tertiary education is one of the highest among OECD and partner countries.
(59.2 %, rank 9/21
) Download Indicator

25-34 years

The level of tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data.
(45.7 %, rank 8/36
) Download Indicator

The percentage of 25-34 year-old students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(35.9 %, rank 10/21
) Download Indicator

The percentage of 25-34 year-old students with the same educational attainment as their parents is one of the lowest among OECD and partner countries.
(48 %, rank 15/21
) Download Indicator

The percentage of 25-34 year-old female students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(39.2 %, rank 10/21
) Download Indicator

The percentage of 25-34 year-old male students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(32.5 %, rank 9/21
) Download Indicator

25-64 years

The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(36.2 %, rank 28/37
) Download Indicator

Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education.
(85 Index, rank 8/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education.
(88 Index, rank 3/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education.
(83 Index, rank 9/33
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low.
(141 Index, rank 25/33
) Download Indicator

Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite low.
(134 Index, rank 27/33
) Download Indicator

The percentage of 25-64 year-olds with high literacy proficiency (Level 4/5) in the Survey of Adult Skills (PIAAC) who are employed is comparatively low.
(86.4 %, rank 12/21
) Download Indicator

The percentage of 25-64 year-olds in formal and non-formal education is high compared to other countries participating in the Survey of Adult Skills (PIAAC).
(55.5 %, rank 8/21
) Download Indicator

The ratio of pre-primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.89 Ratio, rank 7/25
) Download Indicator

The ratio of primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.93 Ratio, rank 8/28
) Download Indicator

The ratio of lower secondary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.93 Ratio, rank 10/28
) Download Indicator

55-64 years

The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data.
(30.1 %, rank 10/36
) Download Indicator

All ages

The proportion of female graduates who studied life sciences in tertiary-type A programmes is one of the lowest among OECD and partner countries.
(55.4 %, rank 32/38
) Download Indicator

The proportion of female graduates who studied physical sciences in tertiary-type A programmes is one of the highest among OECD and partner countries.
(48.4 %, rank 10/38
) Download Indicator

In Australia the percentage of young people expected to enter tertiary-type A (academic) programmes during their lifetimes is comparatively high.
(102.2 %, rank 1/38
) Download Indicator

The percentage of all tertiary students in Australia who are international students is one of the highest among OECD and partner countries with available data.
(18.3 %, rank 2/38
) Download Indicator

Australia is one of the most attractive destinations to foreign students compared to other OECD and partner countries with available data.
(5.5 %, rank 5/40
) Download Indicator

The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data.
(91.1 %, rank 7/38
) Download Indicator

The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(3.7 %, rank 19/24
) Download Indicator

The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(5.2 %, rank 26/32
) Download Indicator

Total compulsory instruction time for primary students in Australia is one of the longest among OECD and partner countries with available data.
(6060 Hours, rank 2/33
) Download Indicator

Total compulsory instruction time for lower secondary students in Australia is one of the longest among OECD and partner countries with available data.
(4060 Hours, rank 5/33
) Download Indicator

After 15 years of experience, a lower secondary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(52082 USD Equivalent, rank 6/32
) Download Indicator

After 15 years of experience, an upper secondary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(52082 USD Equivalent, rank 7/31
) Download Indicator

After 15 years of experience, a pre-primary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(50947 USD Equivalent, rank 4/27
) Download Indicator

After 15 years of experience, a primary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(51289 USD Equivalent, rank 6/32
) Download Indicator

The change between 2000 and 2011 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Australia.
(102 Index, rank 18/26
) Download Indicator

The change between 2000 and 2011 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively large in Australia.
(105 Index, rank 10/25
) Download Indicator

The change between 2000 and 2011 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively large in Australia.
(105 Index, rank 10/25
) Download Indicator

The number of hours primary teachers spend teaching in public institutions is comparatively large in Australia.
(871 Hours, rank 9/33
) Download Indicator

The number of hours lower secondary teachers spend teaching in public institutions is comparatively large in Australia.
(809 Hours, rank 6/33
) Download Indicator

The number of hours upper secondary teachers spend teaching general programmes in public institutions is comparatively large in Australia.
(801 Hours, rank 5/33
) Download Indicator

Age unknown or not allocated by age

Annual expenditure per pre-primary pupil is one of the highest among OECD and partner countries with available data.
(10734 USD Equivalent, rank 4/36
) Download Indicator

The change in the number of students between 2005 and 2010 at primary, secondary and post-secondary non-tertiary levels is comparatively large.
(103 Index, rank 6/33
) Download Indicator

In Australia the change in expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(111 Index, rank 8/33
) Download Indicator

In Australia the change in public expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(119 Index, rank 4/33
) Download Indicator

The change in the share of private expenditure on education between 2000 and 2010 is one of the largest among OECD and partner countries with available data.
(133 Index, rank 6/29
) Download Indicator

The share of private expenditure on all levels of education is one of the largest among OECD and partner countries with available data.
(27.8 %, rank 6/33
) Download Indicator

The share of private expenditure on pre-primary education is one of the largest among OECD and partner countries with available data.
(54.5 %, rank 2/33
) Download Indicator

The share of private expenditure on all levels of education below tertiary is one of the largest among OECD and partner countries with available data.
(16.4 %, rank 5/36
) Download Indicator

The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data.
(54.4 %, rank 7/34
) Download Indicator

In Australia, public expenditure on education as a percentage of total public expenditure is comparatively high.
(14.4 %, rank 10/34
) Download Indicator

Pre-primary

Annual expenditure per pre-primary pupil is one of the highest among OECD and partner countries with available data.
(10734 USD Equivalent, rank 4/36
) Download Indicator

The share of private expenditure on pre-primary education is one of the largest among OECD and partner countries with available data.
(54.5 %, rank 2/33
) Download Indicator

The percentage of three-year-olds in early childhood education in Australia is one of the lowest among OECD and partner countries with available data.
(18 %, rank 34/37
) Download Indicator

After 15 years of experience, a pre-primary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(50947 USD Equivalent, rank 4/27
) Download Indicator

The ratio of pre-primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.89 Ratio, rank 7/25
) Download Indicator

Pre-primary and primary

The percentage of four-year-olds in early childhood and primary education in Australia is one of the lowest among OECD and partner countries with available data.
(75.5 %, rank 29/38
) Download Indicator

Primary

Total compulsory instruction time for primary students in Australia is one of the longest among OECD and partner countries with available data.
(6060 Hours, rank 2/33
) Download Indicator

After 15 years of experience, a primary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(51289 USD Equivalent, rank 6/32
) Download Indicator

The ratio of primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.93 Ratio, rank 8/28
) Download Indicator

The change between 2000 and 2011 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Australia.
(102 Index, rank 18/26
) Download Indicator

The number of hours primary teachers spend teaching in public institutions is comparatively large in Australia.
(871 Hours, rank 9/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education.
(85 Index, rank 8/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education.
(88 Index, rank 3/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education.
(83 Index, rank 9/33
) Download Indicator

The percentage of 5-14 year-olds in education in Australia is one of the highest among OECD and partner countries with available data.
(100 %, rank 1/44
) Download Indicator

The percentage of 20-29 year-olds in education in Australia is one of the highest among OECD and partner countries with available data.
(34.5 %, rank 7/39
) Download Indicator

Lower secondary

Total compulsory instruction time for lower secondary students in Australia is one of the longest among OECD and partner countries with available data.
(4060 Hours, rank 5/33
) Download Indicator

After 15 years of experience, a lower secondary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(52082 USD Equivalent, rank 6/32
) Download Indicator

The ratio of lower secondary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.93 Ratio, rank 10/28
) Download Indicator

The change between 2000 and 2011 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively large in Australia.
(105 Index, rank 10/25
) Download Indicator

The number of hours lower secondary teachers spend teaching in public institutions is comparatively large in Australia.
(809 Hours, rank 6/33
) Download Indicator

Upper secondary

After 15 years of experience, an upper secondary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(52082 USD Equivalent, rank 7/31
) Download Indicator

The change between 2000 and 2011 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively large in Australia.
(105 Index, rank 10/25
) Download Indicator

The number of hours upper secondary teachers spend teaching general programmes in public institutions is comparatively large in Australia.
(801 Hours, rank 5/33
) Download Indicator

Primary, secondary and post-secondary non-tertiary education

The change in the number of students between 2005 and 2010 at primary, secondary and post-secondary non-tertiary levels is comparatively large.
(103 Index, rank 6/33
) Download Indicator

The share of private expenditure on all levels of education below tertiary is one of the largest among OECD and partner countries with available data.
(16.4 %, rank 5/36
) Download Indicator

Upper secondary and post-secondary non-tertiary

The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(36.2 %, rank 28/37
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low.
(141 Index, rank 25/33
) Download Indicator

Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite low.
(134 Index, rank 27/33
) Download Indicator

The percentage of 20-34 year-old students in tertiary education with parents who had not attained upper secondary education is one of the highest among OECD and partner countries.
(16.3 %, rank 3/20
) Download Indicator

The percentage of 20-34 year-old students in tertiary education whose parents also have tertiary education is one of the highest among OECD and partner countries.
(59.2 %, rank 9/21
) Download Indicator

The share of private expenditure on all levels of education is one of the largest among OECD and partner countries with available data.
(27.8 %, rank 6/33
) Download Indicator

The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data.
(54.4 %, rank 7/34
) Download Indicator

The percentage of all tertiary students in Australia who are international students is one of the highest among OECD and partner countries with available data.
(18.3 %, rank 2/38
) Download Indicator

Australia is one of the most attractive destinations to foreign students compared to other OECD and partner countries with available data.
(5.5 %, rank 5/40
) Download Indicator

The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data.
(91.1 %, rank 7/38
) Download Indicator

The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(3.7 %, rank 19/24
) Download Indicator

The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(5.2 %, rank 26/32
) Download Indicator

Tertiary-type A and advanced research programmes

The proportion of female graduates who studied life sciences in tertiary-type A programmes is one of the lowest among OECD and partner countries.
(55.4 %, rank 32/38
) Download Indicator

The proportion of female graduates who studied physical sciences in tertiary-type A programmes is one of the highest among OECD and partner countries.
(48.4 %, rank 10/38
) Download Indicator

All levels of education + not allocated by level

The percentage of 25-34 year-old students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(35.9 %, rank 10/21
) Download Indicator

The percentage of 25-34 year-old students with the same educational attainment as their parents is one of the lowest among OECD and partner countries.
(48 %, rank 15/21
) Download Indicator

The percentage of 25-34 year-old female students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(39.2 %, rank 10/21
) Download Indicator

The percentage of 25-34 year-old male students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(32.5 %, rank 9/21
) Download Indicator

The percentage of 25-64 year-olds with high literacy proficiency (Level 4/5) in the Survey of Adult Skills (PIAAC) who are employed is comparatively low.
(86.4 %, rank 12/21
) Download Indicator

In Australia the change in expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(111 Index, rank 8/33
) Download Indicator

In Australia the change in public expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(119 Index, rank 4/33
) Download Indicator

The change in the share of private expenditure on education between 2000 and 2010 is one of the largest among OECD and partner countries with available data.
(133 Index, rank 6/29
) Download Indicator

In Australia, public expenditure on education as a percentage of total public expenditure is comparatively high.
(14.4 %, rank 10/34
) Download Indicator

The percentage of 25-64 year-olds in formal and non-formal education is high compared to other countries participating in the Survey of Adult Skills (PIAAC).
(55.5 %, rank 8/21
) Download Indicator

Educational outcomes

The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(36.2 %, rank 28/37
) Download Indicator

The level of tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data.
(45.7 %, rank 8/36
) Download Indicator

The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data.
(30.1 %, rank 10/36
) Download Indicator

Participation in education

The percentage of 5-14 year-olds in education in Australia is one of the highest among OECD and partner countries with available data.
(100 %, rank 1/44
) Download Indicator

The percentage of 20-29 year-olds in education in Australia is one of the highest among OECD and partner countries with available data.
(34.5 %, rank 7/39
) Download Indicator

The percentage of three-year-olds in early childhood education in Australia is one of the lowest among OECD and partner countries with available data.
(18 %, rank 34/37
) Download Indicator

The percentage of four-year-olds in early childhood and primary education in Australia is one of the lowest among OECD and partner countries with available data.
(75.5 %, rank 29/38
) Download Indicator

In Australia the percentage of young people expected to enter tertiary-type A (academic) programmes during their lifetimes is comparatively high.
(102.2 %, rank 1/38
) Download Indicator

The percentage of all tertiary students in Australia who are international students is one of the highest among OECD and partner countries with available data.
(18.3 %, rank 2/38
) Download Indicator

Australia is one of the most attractive destinations to foreign students compared to other OECD and partner countries with available data.
(5.5 %, rank 5/40
) Download Indicator

The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data.
(91.1 %, rank 7/38
) Download Indicator

The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(3.7 %, rank 19/24
) Download Indicator

The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(5.2 %, rank 26/32
) Download Indicator

Intergenerational mobility

The percentage of 25-34 year-old students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(35.9 %, rank 10/21
) Download Indicator

The percentage of 25-34 year-old students with the same educational attainment as their parents is one of the lowest among OECD and partner countries.
(48 %, rank 15/21
) Download Indicator

The percentage of 25-34 year-old female students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(39.2 %, rank 10/21
) Download Indicator

The percentage of 25-34 year-old male students whose educational attainment is higher than that of their parents is one of the highest among OECD and partner countries.
(32.5 %, rank 9/21
) Download Indicator

The percentage of 20-34 year-old students in tertiary education with parents who had not attained upper secondary education is one of the highest among OECD and partner countries.
(16.3 %, rank 3/20
) Download Indicator

The percentage of 20-34 year-old students in tertiary education whose parents also have tertiary education is one of the highest among OECD and partner countries.
(59.2 %, rank 9/21
) Download Indicator

Fields of education

The proportion of female graduates who studied life sciences in tertiary-type A programmes is one of the lowest among OECD and partner countries.
(55.4 %, rank 32/38
) Download Indicator

The proportion of female graduates who studied physical sciences in tertiary-type A programmes is one of the highest among OECD and partner countries.
(48.4 %, rank 10/38
) Download Indicator

Adult competencies

The percentage of 25-64 year-olds with high literacy proficiency (Level 4/5) in the Survey of Adult Skills (PIAAC) who are employed is comparatively low.
(86.4 %, rank 12/21
) Download Indicator

The percentage of 25-64 year-olds in formal and non-formal education is high compared to other countries participating in the Survey of Adult Skills (PIAAC).
(55.5 %, rank 8/21
) Download Indicator

Resources for education

Annual expenditure per pre-primary pupil is one of the highest among OECD and partner countries with available data.
(10734 USD Equivalent, rank 4/36
) Download Indicator

The change in the number of students between 2005 and 2010 at primary, secondary and post-secondary non-tertiary levels is comparatively large.
(103 Index, rank 6/33
) Download Indicator

In Australia the change in expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(111 Index, rank 8/33
) Download Indicator

In Australia the change in public expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(119 Index, rank 4/33
) Download Indicator

The change in the share of private expenditure on education between 2000 and 2010 is one of the largest among OECD and partner countries with available data.
(133 Index, rank 6/29
) Download Indicator

The share of private expenditure on all levels of education is one of the largest among OECD and partner countries with available data.
(27.8 %, rank 6/33
) Download Indicator

The share of private expenditure on pre-primary education is one of the largest among OECD and partner countries with available data.
(54.5 %, rank 2/33
) Download Indicator

The share of private expenditure on all levels of education below tertiary is one of the largest among OECD and partner countries with available data.
(16.4 %, rank 5/36
) Download Indicator

The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data.
(54.4 %, rank 7/34
) Download Indicator

In Australia, public expenditure on education as a percentage of total public expenditure is comparatively high.
(14.4 %, rank 10/34
) Download Indicator

Teachers

After 15 years of experience, a lower secondary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(52082 USD Equivalent, rank 6/32
) Download Indicator

After 15 years of experience, an upper secondary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(52082 USD Equivalent, rank 7/31
) Download Indicator

After 15 years of experience, a pre-primary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(50947 USD Equivalent, rank 4/27
) Download Indicator

After 15 years of experience, a primary teacher can expect to have one of the highest salaries among OECD and partner countries with available data.
(51289 USD Equivalent, rank 6/32
) Download Indicator

The ratio of pre-primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.89 Ratio, rank 7/25
) Download Indicator

The ratio of primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.93 Ratio, rank 8/28
) Download Indicator

The ratio of lower secondary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data.
(0.93 Ratio, rank 10/28
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The change between 2000 and 2011 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Australia.
(102 Index, rank 18/26
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The change between 2000 and 2011 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively large in Australia.
(105 Index, rank 10/25
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The change between 2000 and 2011 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively large in Australia.
(105 Index, rank 10/25
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The number of hours primary teachers spend teaching in public institutions is comparatively large in Australia.
(871 Hours, rank 9/33
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The number of hours lower secondary teachers spend teaching in public institutions is comparatively large in Australia.
(809 Hours, rank 6/33
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The number of hours upper secondary teachers spend teaching general programmes in public institutions is comparatively large in Australia.
(801 Hours, rank 5/33
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Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education.
(85 Index, rank 8/33
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Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education.
(88 Index, rank 3/33
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Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education.
(83 Index, rank 9/33
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Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low.
(141 Index, rank 25/33
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Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite low.
(134 Index, rank 27/33
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General findings

Attainment

Participation

Expenditure

Teachers

Early childhood

Employment

Neither in education nor employed

Across almost all OECD countries, upper secondary attainment is the norm. About 75% of adults aged 25-64 have attained at least upper secondary education; among 25-34 year-olds, about 82% have.

In some OECD countries, younger adults have higher tertiary attainment rates than older
adults by an average of more than 20 percentage points.

More than 40% of 25-34 year-olds in most OECD and partner countries have tertiary education,
but this proportion of tertiary-educated 55-64 year-olds is seen only in Canada, Israel, the Russian
Federation and the United States.

Education accounts for 12.9% of total public spending, on average across OECD countries, ranging from less than 10% in Hungary, Italy and Japan, to more than 20% in Indonesia, Mexico and New Zealand.

Nearly 92% of the funds for primary, secondary and post-secondary non-tertiary educational institutions come from public sources, on average in OECD countries; only in Chile and Colombia is this share less than 80%. Tertiary institutions and, to a lesser extent, pre-primary institutions obtain the largest proportions of funds from private sources: 31% and 19%, respectively.

The ratio of students to teaching staff varies across OECD countries and levels of education. At the primary level, there were more than 15 students for every teacher on average in OECD countries in 2012. In most countries, the student-teacher ratio decreases between primary and lower secondary school, despite an increase in class size. In 2012, there were, on average, about 13 students per teacher at the secondary level. At the tertiary level, there were, on average, about 14 students per teacher in OECD countries.

The number of teaching hours per teacher in public schools in 2012 averaged 782 hours per year in primary education, 694 hours in lower secondary education, and 655 hours in upper secondary education.

Teachers' statutory salaries vary widely across countries, but often increase with the level of education. In 2012, the statutory salaries of teachers with at least 15 years of experience averaged USD 37 350 at the pre-primary level, USD 39 024 at the primary level, USD 40 570 at the lower secondary level, and USD 42 861 at the upper secondary level. Between 2000 and 2012, teachers' salaries increased in real terms in most countries.

On average in OECD countries, pre-primary school teachers' salaries in 2012 amounted to 80% of full-time, full-year earnings of tertiary-educated adults working in different occupations. Primary school teachers' salaries amounted to 85% of that income, lower secondary school teachers' salaries amounted to 88% of that benchmark, and upper secondary school teachers' salaries amounted to 92% of those earnings.

In a majority of OECD countries, education now begins for most children well before they are 5 years old. More than three-quarters of 4-year-olds (84%) are enrolled in early childhood education and primary education across OECD countries; among OECD countries that are part of the European Union, 89% of 4-year-olds are.

In Belgium, Denmark, France, Germany, Iceland, Italy, Norway, Spain, Sweden and the United Kingdom, more than 90% of 3-year-olds are enrolled in early childhood education.

Publicly-funded pre-primary education tends to be more strongly developed in the European than in the non-European countries of the OECD. Private expenditure varies widely between countries, ranging from 5% or less in Belgium, Estonia, Latvia Luxembourg and Sweden, to 25% or more in Argentina, Australia, Austria, Colombia, Japan, Korea, Spain and the United States.

As a percentage of GDP, expenditure on pre-primary education accounts for an average of 0.6% of GDP. Differences between countries are significant. For example, while 0.1% of GDP is spent on pre-primary education in Australia, about 0.8% or more is spent in Chile, Denmark, Iceland, Latvia, Luxembourg, Slovenia, Spain and the Russian Federation.

The pupil-teacher ratio, excluding non-teaching staff (e.g. teachers' aides), ranges from more than 20 pupils per teacher in Chile, France, Israel, Mexico and Turkey, to fewer than 10 in Estonia, Iceland, Indonesia, New Zealand, Slovenia and Sweden.

Across OECD countries, compared with adults with upper secondary education who have income from employment, those without this qualification earn about 20% less, those with post-secondary non-tertiary education about 10% more, those with tertiary-type B (vocationally oriented) education about 30% more, and those with tertiary-type A (academically oriented) education or advanced research earn about 70% more.

Across OECD countries, a tertiary-educated woman earns about 75% of what a similarly educated man earns. Only in Belgium, Slovenia, Spain and Turkey do the earnings of tertiary-educated women amount to 80% or more of men's earnings. In Brazil, Chile and Hungary, women with a tertiary degree earn 65% or less of what tertiary-educated men earn.

The proportion of young people neither in employment nor in education or training (NEET) includes those who are unemployed or inactive. The latter group is particularly important as it includes discouraged young people who gave up looking for a job.

In 2013, on average across OECD countries, 15% of 15-29 year-olds were neither employed nor in education or training (NEET) (7% unemployed and 8% inactive), as were 7% of 15-19 year-olds, and 20% of 25-29 year-olds (9% unemployed and 11% inactive).

For all levels of education combined, in Colombia, Greece, Hungary, Italy, Mexico, Spain and Turkey, more than 20% of 15-29 year-olds are NEET. In Spain, 20% of 15-29 year-olds are unemployed NEET youth and 7% are inactive. In Brazil, Chile, Mexico and Turkey the reverse pattern is seen: around 15% of NEET youth are inactive while 6% or fewer are unemployed. In Austria, Germany, Iceland, Luxembourg, the Netherlands, Norway, Sweden and Switzerland, fewer than 10% of 15-29 year-olds were neither in education nor employed.

On average across OECD countries in 2013, 18% of 15-29 year-old women were NEET (6% unemployed and 12% inactive) as were 13% of 15-29 year-old men (8% unemployed and 5% inactive).

Note: These values should be interpreted with care since they are influenced
by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in
education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey
more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please
take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies.
This explains the difference between the OECD average and the TALIS average.
Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and
Annex 3
of EAG for more details about the data collections.

For additional notes, please refer to annexes in the list of links below the introductory country profile text.